Big idea:People throughout time have used art to document historical, cultural, and social events.
Essential question(s):
1. How have artists documented events from the beginning of time?
2. How have different media been used to document events? 3. Why are some images/artwork remembered more than others?
4. What affects do aesthetics, emotions, and visual impact have on how people judge an artwork? 5. How can different people in the same place record the same event differently?
Summative task:Students will create and present digital stories created based on an event of their choice. Student presentations will include information about the type of event documented and the purposes for documenting this event.
Rubric:
Story Writing : Digital Story Assessment
Advanced
Proficient
Basic
Below Basic
Illustrations
Illustrations demonstrates the students understanding of photography concepts (discussed in proficient) and are enhanced through student decisions using lighting, filters, intentional perspective angles...
Illustrations demonstrates the students understanding of photography concepts discussed in class such as: depth of field, golden triangle, rule of thirds, emotion...
Illustrations demonstrate some photography concepts discussed in class such as: depth of field, golden triangle, rule of thirds, emotion...
Illustrations demonstrate little or no evidence of photography concepts discussed in class such as: depth of field, golden triangle, rule of thirds, emotion...
Organization
Students use text, graphics, voice overs or other organizational techniques in their digital story in order to increase viewer's understanding of the illustrations and bring the story to life.
The digital story follows the ideas represented in the students storyboard.
The digital story has some organization throughout relates somewhat to their original storyboard.
The digital story has little or no organization throughout. The project does not relate to the original storyboard.
Technical Aspects
Student's story is embellished by technological tools as evidenced by using music, sound effects, transitions during the story, video...
Students story demonstrates a command of the technological tools as evidenced by using music, sound effects, transitions during the story, video...
Students story demonstrates some technological tools as evidenced by using music, sound effects, transitions during story, video...
Students story demonstrates little or no technological tools as evidenced by using music, sound effects, transitions during story, video...
Presentation
Student presentations will include information about the type of event documented and the purposes for documenting this event as well as include references to historical photographers/artist identified throughout the unit.
Student presentations include information about the type of event documented and the purposes for documenting this event.
Student shows some relevance to why they chose the story and how the information is linked.
Student shows no relevance to project and has no feedback or information about the project.
Pa Standards
Content Indicators
Process Indicators
1) 9.2.12 A Explain the historical, cultural, and social context of an individual work in the arts .
2) 9.2.12 C Relate works in the arts to varying styles and genre and to the periods in which they were created (e.g.,Bronze Age , Ming Dynasty, Renaissance, Classical, Modern, Post-modern, Contemporary, Futuristic, others).
3) 9.3.12A Explain and apply the critical examination process of works in the arts and humanities.
4-1) 9.2.12E Analyze how historical events and culture impact forms, techniques and purposes of works in the arts.
Develop a problem and solution when appropriate to the topic.
Use relevant graphics (e.g., maps, charts, graphs, tables, illustrations, photographs).
Use primary and secondary sources.
4-3) 2.2.11 Develop and use computation concepts, operations and procedures with real numbers in problem-solving situations.
1) The students will understand how a historic event impacts society and its art.
2) The students will know the influence of the modern technologies (film/still camera). e.g. Goya's 3rd of May compared to live war footage Viet Nam War. Black and white photography.
3) Students will know the elements of critique. e.g. compare and contrast, analyze, interpret, form and test hypotheses, evaluate/form judgments.
4-1) The students will have an understanding of the purposes of the artist works and their ideas behind them.
4-2) Students will write out their storyboards with notes and complete summaries of their digital stories.
4-3) Students will use mathematical prodedures while putting together thier digital stories by aligning music with graphics, text and extras used to complete the digital story.
1) The students will critique images from history.
2A) The students will participate in class discussions about the history of photography and go through the process of developing black and white photographs.
2B) The students will participate in class discussions about the history of photography and go through the process of developing black and white photographs. The students will use digital photography.
3) The students will use prior knowledge to produce photos from events in time that can be made into a digital story.
4A) The students will produce a digital story using a storyboard and creativeness to compile their work.
4B) The students will show and reflect on their storyboards to the class and describe their relevance and reveal information.
Teacher materials needed: Projector, internet, magazines and computers.
Student materials needed: Pencil, paper, camera, art supplies and computers.
Unit vocabulary:
Camera, jpeg, gif, pixel, megapixel, memory, removable memory, DPI, resolution, foreground, middleground, background, depth of field, rule of thirds, golden triangle, aperture, compress, contrast, value.
Unit warm-up:
Talk with each class about prior knowledge with photography. After talking for the majority of the class period the students will take a pretest that represents their knowledge.
Assessing Prior Knowledge:
Students will get feedback as to how much they know according to the pretest that they take.
Lesson 1
Topic:
Instruction (Lesson Plan)
Formative Assessment
Introduction to Photography �Students will observe and gain an understanding of the basic techniques, vocabulary, supplies etc� about photography.�
The students will: * View samples of famous pictures of the past and list five things that that interested them the most.
Gain an understanding of vocabulary used in photography.
List 5 things that they were unsure about or want to know about.
Participate in a small group and gathering ideas of what type of photographs they would like to do.
The students will be expected to: * Brainstorm ideas about photographs that they would like to take.
I will check to make sure students have included key points in a written summary describing what they took away from the process of photography.
I will observe to make sure students have participated in the group activity.
I will observe to make sure students participated in class discussions.
�Accommodations for special learners:
Autism, ADD/ADHD; Hearing Impaired: Special learners will be placed in close proximity of the instructor or assistant. These students will receive instructions verbally, written, sign language, and through visuals placed on the board. Any materials read aloud will also be available to look at with an assistant during class time. Extra time will be allotted where the teacher / assistant / peer tutors will help with student progress. Repetition of concepts, additional support provided, with on-going differentiation strategies will be implemented throughout the unit as needed to meet individual needs for all students.
�Accommodations for ESL students:
ESL/ELL students will be accommodated with a list of vocabulary words per lesson taught. They will be given peer tutors & allotted extra time to complete each task.
�Enrichment for gifted learners:
Gifted students will be accommodated with other photographs/digital stories of the time to study, compare/contrast, and compose a written response both critical & aesthetic. The students will also be given the opportunity to apply technology/art education to their works.
�Unit warm-up:
Students will observe sample works and have a brief discussion on what they liked and didn�t like.
�Assessing Prior Knowledge:
highlight/recall prior knowledge through class disucssion(s)
Turn in a short summary of what photography represents.
Lesson 2
Topic:
Instruction (Lesson Plan)
Formative Assessment
Introduction to Black and white/traditional photography. �Students will learn about cameras, film, and how to develop photographs in the darkroom.�
The students will: * Understand the process of the darkroom.
Gain an understanding of vocabulary used in photography.
Identify the chemical process used in developing pictures/film.
Have and understanding of film/paper developing in the darkroom.
The students will be expected to: * Take quiz to show an understanding of the darkroom procedures and equipment.
I will check to make sure worksheets handed out are completed.
I will check and observe that students participated in a small group activity that reflects different jobs in a photo shoot.
I will observe the students to make sure they participated in class discussions.
�Accommodations for special learners:
Autism, ADD/ADHD; Hearing Impaired: Special learners will be placed in close proximity of the instructor or assistant. These students will receive instructions verbally, written, sign language, and through visuals placed on the board. Any materials read aloud will also be available to look at with an assistant during class time. Extra time will be allotted where the teacher / assistant / peer tutors will help with student progress. Repetition of concepts, additional support provided, with on-going differentiation strategies will be implemented throughout the unit as needed to meet individual needs for all students.
�Accommodations for ESL students:
ESL/ELL students will be accommodated with a list of vocabulary words per lesson taught. They will be given peer tutors & allotted extra time to complete each task.
�Enrichment for gifted learners:
Gifted students will be accommodated with other photographs/digital stories of the time to study, compare/contrast, and compose a written response both critical & aesthetic. The students will also be given the opportunity to apply technology/art education to their works.
�Unit warm-up:
Students will discuss black and white photography and their prior knowledge of the process.
�Assessing Prior Knowledge:
highlight/recall knowledge generated from lesson 1 through class disucssion(s)
Turn in a short summary of traditional/ black and white photography and the process.
Lesson 3
Topic:
Instruction (Lesson Plan)
Formative Assessment
Introduction to Digital Photography �Students are learning about digital cameras, removable memory, and how to upload pictures to the computer. (digitize) Students will touch on Adobe Photoshop.�
The students will: * Have an understanding of digital cameras.
Gain an understanding of vocabulary used in digital photography.
Identify the process of uploading photography from camera to computer. (digitize)
Gain a brief understanding of Adobe Photoshop.
The students will be expected to: * Take quiz to show an understanding of the digital photography procedures and equipment.
I will check and make sure that students correctly completed worksheets that demonstrate their knowledge of the vocabulary and knowledge of digital photography.
I will check and observe that students participated in a small group discussions that would answer any questions they may have about uploading photography from camera to computer.
I will observe the classroom making sure all students have a brief understanding of Photoshop.
�Accommodations for special learners:
Autism, ADD/ADHD; Hearing Impaired: Special learners will be placed in close proximity of the instructor or assistant. These students will receive instructions verbally, written, sign language, and through visuals placed on the board. Any materials read aloud will also be available to look at with an assistant during class time. Extra time will be allotted where the teacher / assistant / peer tutors will help with student progress. Repetition of concepts, additional support provided, with on-going differentiation strategies will be implemented throughout the unit as needed to meet individual needs for all students.
�Accommodations for ESL students:
ESL/ELL students will be accommodated with a list of vocabulary words per lesson taught. They will be given peer tutors & allotted extra time to complete each task.
� Enrichment for gifted learners:
Gifted students will be accommodated with other photographs/digital stories of the time to study, compare/contrast, and compose a written response both critical & aesthetic. The students will also be given the opportunity to apply technology/art education to their works.
� Unit warm-up:
Students will observe sample work that has been done digitally and discuss digital photography compared to traditional.
�Assessing Prior Knowledge:
highlight/recall knowledge generated from lesson 2 through class disucssion(s)
Turn in a short summary of digital photography and the process.
Lesson 4
Topic:
Instruction (Lesson Plan)
Formative Assessment
Critiquing students work �Students work will be displayed in front of the class as well as projected on a projector. Students will then discuss and critique each others work.�
The students will: * Have an understanding of what a critique is.
Gain an understanding of vocabulary used in the critiquing process.
Identify and engage in discussions about the work presented.
Discuss their views and thoughts about certain works that they like or dislike.
The students will be expected to: * Participate in class discussions.
I will collect student rubrics that should have specific aspects listed.
I will observe to make sure that students wrote a brief summary on their own work describing why they took the photo/s, thought process behind them, and analyze the formalities used during the process.
�Accommodations for special learners:
Autism, ADD/ADHD; Hearing Impaired: Special learners will be placed in close proximity of the instructor or assistant. These students will receive instructions verbally, written, sign language, and through visuals placed on the board. Any materials read aloud will also be available to look at with an assistant during class time. Extra time will be allotted where the teacher / assistant / peer tutors will help with student progress. Repetition of concepts, additional support provided, with on-going differentiation strategies will be implemented throughout the unit as needed to meet individual needs for all students.
�Accommodations for ESL students:
ESL/ELL students will be accommodated with a list of vocabulary words per lesson taught. They will be given peer tutors & allotted extra time to complete each task.
� Enrichment for gifted learners:
Gifted students will be accommodated with other photographs/digital stories of the time to study, compare/contrast, and compose a written response both critical & aesthetic. The students will also be given the opportunity to apply technology/art education to their works.
� Unit warm-up:
Students will listen to a brief description of what a critique is and give their own thoughts.
�Assessing Prior Knowledge:
highlight/recall knowledge generated from lesson 3 through class disucssion(s)
Turn in a short summary of the critiquing process and what they learned from it.
Lesson 5
Topic:
Instruction (Lesson Plan)
Formative Assessment
Photo follow up �Students now have more knowledge after the critique and are to take photographs again using the knowledge they have learned from it. Students will be more proficient in photoshop.�
The students will: * Use prior knowledge while taking new photographs for class.
Gain an understanding of what exactly the vocabulary means in the photography process.
Identify the process of uploading photography from camera to computer. (digitize)
Students demonstrate advanced knowledge in Photoshop.
The students will be expected to: * Participate in class discussions.
I will give and grade a vocabulary test that the students will have completed.
I will check and make sure that students wrote a brief summary on their own work describing why they took the photo/s, thought process behind them, and analyze the formalities used during the process.
�Accommodations for special learners:
Autism, ADD/ADHD; Hearing Impaired: Special learners will be placed in close proximity of the instructor or assistant. These students will receive instructions verbally, written, sign language, and through visuals placed on the board. Any materials read aloud will also be available to look at with an assistant during class time. Extra time will be allotted where the teacher / assistant / peer tutors will help with student progress. Repetition of concepts, additional support provided, with on-going differentiation strategies will be implemented throughout the unit as needed to meet individual needs for all students.
�Accommodations for ESL students:
ESL/ELL students will be accommodated with a list of vocabulary words per lesson taught. They will be given peer tutors & allotted extra time to complete each task.
� Enrichment for gifted learners:
Gifted students will be accommodated with other photographs/digital stories of the time to study, compare/contrast, and compose a written response both critical & aesthetic. The students will also be given the opportunity to apply technology/art education to their works.
� Unit warm-up:
Students will observe some past works of their own and talk about what would they do different if given the chance to do it again.
�Assessing Prior Knowledge:
highlight/recall knowledge generated from lesson 4 through class disucssion(s)
Turn in a short summary of why this process was different from the first time.
Unit accommodations for students not proficient on summative task:
Unit accommodations for ESL students:
Unit enrichments:
Lesson 6
Topic:
Instruction (Lesson Plan)
Formative Assessment
Storyboard and draft project. �Students now begin to create a storyboard and draft this idea through photographs in a digital story. �
The students will: * Use prior knowledge to create a storyboard, take pictures, and begin digital story.
Gain an understanding of what exactly a storyboard is and how to create one.
Identify the process of capturing images to produce a story.
Students demonstrate the use of the digital story software.
The students will be expected to: * Participate in class discussions and produce a rough draft storyboard.
I will have the students turn in a completed storyboard.
I will check and make sure the students have captured pictures needed to complete their projects.
I will check to make sure each student can use the software sufficiently in order to work on their project.
I will check to make sure students created a beginning digital story.
I will check to make sure students wrote a brief summary on their own work describing why they took the photo/s, thought process behind them, and analyze the formalities used during the process.
�Accommodations for special learners:
Autism, ADD/ADHD; Hearing Impaired: Special learners will be placed in close proximity of the instructor or assistant. These students will receive instructions verbally, written, sign language, and through visuals placed on the board. Any materials read aloud will also be available to look at with an assistant during class time. Extra time will be allotted where the teacher / assistant / peer tutors will help with student progress. Repetition of concepts, additional support provided, with on-going differentiation strategies will be implemented throughout the unit as needed to meet individual needs for all students.
�Accommodations for ESL students:
ESL/ELL students will be accommodated with a list of vocabulary words per lesson taught. They will be given peer tutors & allotted extra time to complete each task.
� Enrichment for gifted learners:
Gifted students will be accommodated with other photographs/digital stories of the time to study, compare/contrast, and compose a written response both critical & aesthetic. The students will also be given the opportunity to apply technology/art education to their works.
� Unit warm-up:
Students will observe some storyboards and digital stories that have been created by others. Students will then be asked to brainstorm with eachother to complete an idea.
�Assessing Prior Knowledge:
highlight/recall knowledge generated from lesson 5 through class disucssion(s)
Turn in a short summary of why this process was different from the first time.
Lesson 7
Topic:
Instruction (Lesson Plan)
Formative Assessment
Students are creating a digital story.
The students will: * Understand the process of creating a digital story.
Gain an understanding of basic use of software.
Identify the process used in creating a digital story using images, music, text, graphics, timeline (math) to complete the project. .
Have an understanding of fine tuning the project in the final stages.
The students will be expected to: * Complete a digital story that will be shown to class. Verbal and written information will be given by the student to show their completion of the product.
I will collect and grade essays that the students completed that demonstrates their knowledge of the digital story project.
I will observe and grade students on their verbal presentation describing the process and their reflections.
�Accommodations for special learners:
Autism, ADD/ADHD; Hearing Impaired: Special learners will be placed in close proximity of the instructor or assistant. These students will receive instructions verbally, written, sign language, and through visuals placed on the board. Any materials read aloud will also be available to look at with an assistant during class time. Extra time will be allotted where the teacher / assistant / peer tutors will help with student progress. Repetition of concepts, additional support provided, with on-going differentiation strategies will be implemented throughout the unit as needed to meet individual needs for all students.
�Accommodations for ESL students:
ESL/ELL students will be accommodated with a list of vocabulary words per lesson taught. They will be given peer tutors & allotted extra time to complete each task.
�Enrichment for gifted learners:
Gifted students will be accommodated with other photographs/digital stories of the time to study, compare/contrast, and compose a written response both critical & aesthetic. The students will also be given the opportunity to apply technology/art education to their works.
�Unit warm-up:
Students will discuss black and white photography and their prior knowledge of the process.
�Assessing Prior Knowledge:
highlight/recall knowledge generated from lesson 1 through class disucssion(s)
Turn in a short summary of traditional/ black and white photography and the process
Grade level: 10-12
Discipline: Photography
Teacher name(s): Ken Musko
Email address: kmusko@albertgallatin.k12.pa.us
School(s) or District(s) Albert Gallatin High School
Time needed to complete the unit: 9 weeks.
Big idea: People throughout time have used art to document historical, cultural, and social events.
Essential question(s):
1. How have artists documented events from the beginning of time?
2. How have different media been used to document events?
3. Why are some images/artwork remembered more than others?
4. What affects do aesthetics, emotions, and visual impact have on how people judge an artwork?
5. How can different people in the same place record the same event differently?
Summative task: Students will create and present digital stories created based on an event of their choice. Student presentations will include information about the type of event documented and the purposes for documenting this event.
Rubric:
2) 9.2.12 C Relate works in the arts to varying styles and genre and to the periods in which they were created (e.g.,Bronze Age , Ming Dynasty, Renaissance, Classical, Modern, Post-modern, Contemporary, Futuristic, others).
3) 9.3.12A Explain and apply the critical examination process of works in the arts and humanities.
4-1) 9.2.12E Analyze how historical events and culture impact forms, techniques and purposes of works in the arts.
4-2) 1.4.8 B Write multi-paragraph informational pieces (e.g., letters, descriptions, reports, instructions, essays, articles, interviews). (STORYBOARD)
4-3) 2.2.11 Develop and use computation concepts, operations and procedures with real numbers in problem-solving situations.
2) The students will know the influence of the modern technologies (film/still camera). e.g. Goya's 3rd of May compared to live war footage Viet Nam War. Black and white photography.
3) Students will know the elements of critique. e.g. compare and contrast, analyze, interpret, form and test hypotheses, evaluate/form judgments.
4-1) The students will have an understanding of the purposes of the artist works and their ideas behind them.
4-2) Students will write out their storyboards with notes and complete summaries of their digital stories.
4-3) Students will use mathematical prodedures while putting together thier digital stories by aligning music with graphics, text and extras used to complete the digital story.
2A) The students will participate in class discussions about the history of photography and go through the process of developing black and white photographs.
2B) The students will participate in class discussions about the history of photography and go through the process of developing black and white photographs. The students will use digital photography.
3) The students will use prior knowledge to produce photos from events in time that can be made into a digital story.
4A) The students will produce a digital story using a storyboard and creativeness to compile their work.
4B) The students will show and reflect on their storyboards to the class and describe their relevance and reveal information.
Teacher materials needed: Projector, internet, magazines and computers.
Student materials needed: Pencil, paper, camera, art supplies and computers.
Unit vocabulary:
Camera, jpeg, gif, pixel, megapixel, memory, removable memory, DPI, resolution, foreground, middleground, background, depth of field, rule of thirds, golden triangle, aperture, compress, contrast, value.
Unit warm-up:
Talk with each class about prior knowledge with photography. After talking for the majority of the class period the students will take a pretest that represents their knowledge.
Assessing Prior Knowledge:
Students will get feedback as to how much they know according to the pretest that they take.
Lesson 1
Topic:
Instruction (Lesson Plan)
Formative Assessment
Introduction to Photography �Students will observe and gain an understanding of the basic techniques, vocabulary, supplies etc� about photography.�
The students will: * View samples of famous pictures of the past and list five things that that interested them the most.
Gain an understanding of vocabulary used in photography.
List 5 things that they were unsure about or want to know about.
Participate in a small group and gathering ideas of what type of photographs they would like to do.
The students will be expected to: * Brainstorm ideas about photographs that they would like to take.
I will check to make sure students have included key points in a written summary describing what they took away from the process of photography.
I will observe to make sure students have participated in the group activity.
I will observe to make sure students participated in class discussions.
�Accommodations for special learners:
Autism, ADD/ADHD; Hearing Impaired: Special learners will be placed in close proximity of the instructor or assistant. These students will receive instructions verbally, written, sign language, and through visuals placed on the board. Any materials read aloud will also be available to look at with an assistant during class time. Extra time will be allotted where the teacher / assistant / peer tutors will help with student progress. Repetition of concepts, additional support provided, with on-going differentiation strategies will be implemented throughout the unit as needed to meet individual needs for all students.
�Accommodations for ESL students:
ESL/ELL students will be accommodated with a list of vocabulary words per lesson taught. They will be given peer tutors & allotted extra time to complete each task.
�Enrichment for gifted learners:
Gifted students will be accommodated with other photographs/digital stories of the time to study, compare/contrast, and compose a written response both critical & aesthetic. The students will also be given the opportunity to apply technology/art education to their works.
�Unit warm-up:
Students will observe sample works and have a brief discussion on what they liked and didn�t like.
�Assessing Prior Knowledge:
highlight/recall prior knowledge through class disucssion(s)
Turn in a short summary of what photography represents.
Lesson 2
Topic:
Instruction (Lesson Plan)
Formative Assessment
Introduction to Black and white/traditional photography. �Students will learn about cameras, film, and how to develop photographs in the darkroom.�
The students will: * Understand the process of the darkroom.
Gain an understanding of vocabulary used in photography.
Identify the chemical process used in developing pictures/film.
Have and understanding of film/paper developing in the darkroom.
The students will be expected to: * Take quiz to show an understanding of the darkroom procedures and equipment.
I will check to make sure worksheets handed out are completed.
I will check and observe that students participated in a small group activity that reflects different jobs in a photo shoot.
I will observe the students to make sure they participated in class discussions.
�Accommodations for special learners:
Autism, ADD/ADHD; Hearing Impaired: Special learners will be placed in close proximity of the instructor or assistant. These students will receive instructions verbally, written, sign language, and through visuals placed on the board. Any materials read aloud will also be available to look at with an assistant during class time. Extra time will be allotted where the teacher / assistant / peer tutors will help with student progress. Repetition of concepts, additional support provided, with on-going differentiation strategies will be implemented throughout the unit as needed to meet individual needs for all students.
�Accommodations for ESL students:
ESL/ELL students will be accommodated with a list of vocabulary words per lesson taught. They will be given peer tutors & allotted extra time to complete each task.
�Enrichment for gifted learners:
Gifted students will be accommodated with other photographs/digital stories of the time to study, compare/contrast, and compose a written response both critical & aesthetic. The students will also be given the opportunity to apply technology/art education to their works.
�Unit warm-up:
Students will discuss black and white photography and their prior knowledge of the process.
�Assessing Prior Knowledge:
highlight/recall knowledge generated from lesson 1 through class disucssion(s)
Turn in a short summary of traditional/ black and white photography and the process.
Lesson 3
Topic:
Instruction (Lesson Plan)
Formative Assessment
Introduction to Digital Photography �Students are learning about digital cameras, removable memory, and how to upload pictures to the computer. (digitize) Students will touch on Adobe Photoshop.�
The students will: * Have an understanding of digital cameras.
Gain an understanding of vocabulary used in digital photography.
Identify the process of uploading photography from camera to computer. (digitize)
Gain a brief understanding of Adobe Photoshop.
The students will be expected to: * Take quiz to show an understanding of the digital photography procedures and equipment.
I will check and make sure that students correctly completed worksheets that demonstrate their knowledge of the vocabulary and knowledge of digital photography.
I will check and observe that students participated in a small group discussions that would answer any questions they may have about uploading photography from camera to computer.
�Accommodations for special learners:
Autism, ADD/ADHD; Hearing Impaired: Special learners will be placed in close proximity of the instructor or assistant. These students will receive instructions verbally, written, sign language, and through visuals placed on the board. Any materials read aloud will also be available to look at with an assistant during class time. Extra time will be allotted where the teacher / assistant / peer tutors will help with student progress. Repetition of concepts, additional support provided, with on-going differentiation strategies will be implemented throughout the unit as needed to meet individual needs for all students.
�Accommodations for ESL students:
ESL/ELL students will be accommodated with a list of vocabulary words per lesson taught. They will be given peer tutors & allotted extra time to complete each task.
� Enrichment for gifted learners:
Gifted students will be accommodated with other photographs/digital stories of the time to study, compare/contrast, and compose a written response both critical & aesthetic. The students will also be given the opportunity to apply technology/art education to their works.
� Unit warm-up:
Students will observe sample work that has been done digitally and discuss digital photography compared to traditional.
�Assessing Prior Knowledge:
highlight/recall knowledge generated from lesson 2 through class disucssion(s)
Turn in a short summary of digital photography and the process.
Lesson 4
Topic:
Instruction (Lesson Plan)
Formative Assessment
Critiquing students work �Students work will be displayed in front of the class as well as projected on a projector. Students will then discuss and critique each others work.�
The students will: * Have an understanding of what a critique is.
Gain an understanding of vocabulary used in the critiquing process.
Identify and engage in discussions about the work presented.
Discuss their views and thoughts about certain works that they like or dislike.
The students will be expected to: * Participate in class discussions.
I will collect student rubrics that should have specific aspects listed.
I will observe to make sure that students wrote a brief summary on their own work describing why they took the photo/s, thought process behind them, and analyze the formalities used during the process.
�Accommodations for special learners:
Autism, ADD/ADHD; Hearing Impaired: Special learners will be placed in close proximity of the instructor or assistant. These students will receive instructions verbally, written, sign language, and through visuals placed on the board. Any materials read aloud will also be available to look at with an assistant during class time. Extra time will be allotted where the teacher / assistant / peer tutors will help with student progress. Repetition of concepts, additional support provided, with on-going differentiation strategies will be implemented throughout the unit as needed to meet individual needs for all students.
�Accommodations for ESL students:
ESL/ELL students will be accommodated with a list of vocabulary words per lesson taught. They will be given peer tutors & allotted extra time to complete each task.
� Enrichment for gifted learners:
Gifted students will be accommodated with other photographs/digital stories of the time to study, compare/contrast, and compose a written response both critical & aesthetic. The students will also be given the opportunity to apply technology/art education to their works.
� Unit warm-up:
Students will listen to a brief description of what a critique is and give their own thoughts.
�Assessing Prior Knowledge:
highlight/recall knowledge generated from lesson 3 through class disucssion(s)
Turn in a short summary of the critiquing process and what they learned from it.
Lesson 5
Topic:
Instruction (Lesson Plan)
Formative Assessment
Photo follow up �Students now have more knowledge after the critique and are to take photographs again using the knowledge they have learned from it. Students will be more proficient in photoshop.�
The students will: * Use prior knowledge while taking new photographs for class.
Gain an understanding of what exactly the vocabulary means in the photography process.
Identify the process of uploading photography from camera to computer. (digitize)
Students demonstrate advanced knowledge in Photoshop.
The students will be expected to: * Participate in class discussions.
I will give and grade a vocabulary test that the students will have completed.
I will check and make sure that students wrote a brief summary on their own work describing why they took the photo/s, thought process behind them, and analyze the formalities used during the process.
�Accommodations for special learners:
Autism, ADD/ADHD; Hearing Impaired: Special learners will be placed in close proximity of the instructor or assistant. These students will receive instructions verbally, written, sign language, and through visuals placed on the board. Any materials read aloud will also be available to look at with an assistant during class time. Extra time will be allotted where the teacher / assistant / peer tutors will help with student progress. Repetition of concepts, additional support provided, with on-going differentiation strategies will be implemented throughout the unit as needed to meet individual needs for all students.
�Accommodations for ESL students:
ESL/ELL students will be accommodated with a list of vocabulary words per lesson taught. They will be given peer tutors & allotted extra time to complete each task.
� Enrichment for gifted learners:
Gifted students will be accommodated with other photographs/digital stories of the time to study, compare/contrast, and compose a written response both critical & aesthetic. The students will also be given the opportunity to apply technology/art education to their works.
� Unit warm-up:
Students will observe some past works of their own and talk about what would they do different if given the chance to do it again.
�Assessing Prior Knowledge:
highlight/recall knowledge generated from lesson 4 through class disucssion(s)
Turn in a short summary of why this process was different from the first time.
Unit accommodations for students not proficient on summative task:
Unit accommodations for ESL students:
Unit enrichments:
Lesson 6
Topic:
Instruction (Lesson Plan)
Formative Assessment
Storyboard and draft project. �Students now begin to create a storyboard and draft this idea through photographs in a digital story. �
The students will: * Use prior knowledge to create a storyboard, take pictures, and begin digital story.
Gain an understanding of what exactly a storyboard is and how to create one.
Identify the process of capturing images to produce a story.
Students demonstrate the use of the digital story software.
The students will be expected to: * Participate in class discussions and produce a rough draft storyboard.
I will have the students turn in a completed storyboard.
I will check and make sure the students have captured pictures needed to complete their projects.
I will check to make sure each student can use the software sufficiently in order to work on their project.
I will check to make sure students created a beginning digital story.
I will check to make sure students wrote a brief summary on their own work describing why they took the photo/s, thought process behind them, and analyze the formalities used during the process.
�Accommodations for special learners:
Autism, ADD/ADHD; Hearing Impaired: Special learners will be placed in close proximity of the instructor or assistant. These students will receive instructions verbally, written, sign language, and through visuals placed on the board. Any materials read aloud will also be available to look at with an assistant during class time. Extra time will be allotted where the teacher / assistant / peer tutors will help with student progress. Repetition of concepts, additional support provided, with on-going differentiation strategies will be implemented throughout the unit as needed to meet individual needs for all students.
�Accommodations for ESL students:
ESL/ELL students will be accommodated with a list of vocabulary words per lesson taught. They will be given peer tutors & allotted extra time to complete each task.
� Enrichment for gifted learners:
Gifted students will be accommodated with other photographs/digital stories of the time to study, compare/contrast, and compose a written response both critical & aesthetic. The students will also be given the opportunity to apply technology/art education to their works.
� Unit warm-up:
Students will observe some storyboards and digital stories that have been created by others. Students will then be asked to brainstorm with eachother to complete an idea.
�Assessing Prior Knowledge:
highlight/recall knowledge generated from lesson 5 through class disucssion(s)
Turn in a short summary of why this process was different from the first time.
Lesson 7
Topic:
Instruction (Lesson Plan)
Formative Assessment
Students are creating a digital story.
The students will: * Understand the process of creating a digital story.
Gain an understanding of basic use of software.
Identify the process used in creating a digital story using images, music, text, graphics, timeline (math) to complete the project. .
Have an understanding of fine tuning the project in the final stages.
The students will be expected to: * Complete a digital story that will be shown to class. Verbal and written information will be given by the student to show their completion of the product.
I will collect and grade essays that the students completed that demonstrates their knowledge of the digital story project.
I will observe and grade students on their verbal presentation describing the process and their reflections.
�Accommodations for special learners:
Autism, ADD/ADHD; Hearing Impaired: Special learners will be placed in close proximity of the instructor or assistant. These students will receive instructions verbally, written, sign language, and through visuals placed on the board. Any materials read aloud will also be available to look at with an assistant during class time. Extra time will be allotted where the teacher / assistant / peer tutors will help with student progress. Repetition of concepts, additional support provided, with on-going differentiation strategies will be implemented throughout the unit as needed to meet individual needs for all students.
�Accommodations for ESL students:
ESL/ELL students will be accommodated with a list of vocabulary words per lesson taught. They will be given peer tutors & allotted extra time to complete each task.
�Enrichment for gifted learners:
Gifted students will be accommodated with other photographs/digital stories of the time to study, compare/contrast, and compose a written response both critical & aesthetic. The students will also be given the opportunity to apply technology/art education to their works.
�Unit warm-up:
Students will discuss black and white photography and their prior knowledge of the process.
�Assessing Prior Knowledge:
highlight/recall knowledge generated from lesson 1 through class disucssion(s)
Turn in a short summary of traditional/ black and white photography and the process